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Bloom's Taxonomy Bloom's wheel, according to the Bloom's verbs and matching assessment types. The verbs are intended to be feasible and measurable. Bloom's taxonomy is a classification of learning objectives within education. It is named for Benjamin Bloom, who chaired the committee of educators that devised the taxonomy, and who also edited the first volume of the standard text, Taxonomy of Educational Objectives: The Classification of Educational Goals. Bloom's taxonomy refers to a classification of the different objectives that educators set for students (learning objectives). It divides educational objectives into three "domains": cognitive, affective, and psychomotor (sometimes loosely described as "knowing/head", "feeling/heart" and "doing/hands" respectively). Bloom's taxonomy is considered to be a foundational and essential element within the education community. History[edit] The first volume of the taxonomy, "Handbook I: Cognitive" (Bloom et al. 1956) was published in 1956. Cognitive[edit]

Meet>In - Actus & tendances des événements professionnels WebEx for iPad aims to support the mobile workplace WebEx, the Cisco-owned meeting solutions company, is continuing the web conferencing competition with an updated iPad app. The app, WebEx says, is a product of working people becoming more mobile. “10 years ago, I wasn’t allowed to work from anywhere but the office,” June Bower, WebEx’s vice president of Online Business, told VentureBeat in an interview. According to a study performed by WebEx, 45% of working people do their jobs remotely today. A 1990’s VP would have balked at the concept. The idea that tablets are becoming a mainstay in the workplace is not foreign anymore. WebEx is excited to press forward as well with an app focused on content and interaction. Voice and video options, the latter unavailable on GoToMeeting’s iPad app, are available for participants. Another cool feature is the in-app messaging option. Sending e-mail without disruption is also possible. WebEx tailors its products to the device. Meetings can also be recorded, saved in the app and shared.

Autodidacticism Autodidacticism (also autodidactism) or self-education (also self-learning and self-teaching) is education without the guidance of masters (such as teachers and professors) or institutions (such as schools). Generally, an autodidact is an individual who chooses the subject they will study, their studying material, and the studying rhythm and time. An autodidact may or may not have formal education, and their study may be either a complement or an alternative to it. Etymology[edit] The term has its roots in the Ancient Greek words αὐτός (autós, lit. Terminology[edit] Various terms are used to describe self-education. Modern education[edit] Autodidacticism is sometimes a complement of modern education.[2] As a complement to education, students would be encouraged to do more independent work.[3] The Industrial Revolution created a new situation for self-directed learners. Before the twentieth century, only a small minority of people received an advanced academic education. Dr. See also[edit]

People Search - Find People with MyLife™ Web Ex Ralph Dumain: The Autodidact Project iPad in Business - Integration - Mobile Device Management in iOS Observing Sociality and Reality » Blog Archive » Tim on Etienne (Part I: Learning in Practice) This post constitutes the first delicate steps in preparing myself to teach the Knowledge Management 2009 course at the University of Amsterdam. The parts are based on Wenger’s (1998) seminal work on communities of practice. Introduction “Perhaps more than learning itself, it is our conception of learning that needs urgent attention” (p.9). Wenger argues that our ‘modern’ conceptions of learning are indoctrinated with classroom settings, exams and cognitive teaching styles. Learning in these conceptions, is not seen as a process, but as object that can be decontextualized and fired when necessary. The relevance for rethinking learning, is that modern societies come to see learning as a pivotal element in its existence and dealing with its increasing complexity and velocity . Wenger’s social learning theory has four premises about the nature of knowledge, knowing and knowers: Components of a social theory of learning: an initial inventory (Wenger, 1998, Figure 0.1, p.5)

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